6.3 Library services provided to people with visual impairments and in wheelchairs in
6.3.1 Library services provided to people with visual impairments and in wheelchairs
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Table 15: Education and training in disability (N=15) Responses Frequency Percentage
Yes 14 93%
No 1 7%
Total 15 100%
Source: Field data (2012)
Responses were as follows 14(93%) responded positively and 1(7%) responded negatively. Those who responded positively indicated that they have had training in disabilities whereas the respondent who responded negatively has had no training in disabilities.
6.3 Library services provided to people with visual impairments and in
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Figure 4: Provision of library services to people with visual impairments and in wheelchairs (N = 113)
Source: Field data (2012)
Figure 4 above shows the responses on whether the library provides services to people with visual impairments and in wheelchairs. The responses were as follows:
71(63%) responded positively while 42(37%) responded negatively. Respondents who responded positively further explained that they provided lending, photocopy and internet services and study rooms. Those who responded negatively stated that their libraries are not designed to provide services to people with visual impairments and in wheelchairs, and also they said there is a lack of policy addressing issues relating to people with visual impairments and in wheelchairs. In addition the respondents said that currently the services for these groups are provided by the unit which is under the School of Education. Respondents further explained that no initiatives have been undertaken by their universities regarding people with visual impairments and in wheelchairs.
People in wheelchairs were asked whether they used the library services. Table 16 below shows their responses.
71(63%) 42(37%)
Yes No
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Table 16: Library services used by people in wheelchairs
(N= 6)
Responses Frequency Percentage
Yes 4 67%
No 2 33%
Total 6 100%
Source: Field data (2012)
The responses were as follows: 4(67%) responded positively while 2(33%) responded negatively. Those who responded positively explained further that they used the library for borrowing books and other information resources as well as searching the internet. Respondents who responded negatively said they did not use library because the infrastructure did not allow them access to the information housed in the library.
Directors of the libraries were also asked in an interview if they provided services to people with visual impairments and in wheelchairs. The responses were positive although they explained further that in most cases the services are provided by the disability units, which administratively fall under the school of education. Materials and equipment suitable for people with visual impairments are housed in the disability units.
In addition people with visual impairments were also asked in their interview if they used the library services. 47(82%) out of 57 responded that they used the library when they wanted to borrow books and other information resources. 10(18%) out 57 said that they were not using the library services because in the library there were no information resources in their format and even the layout of the library buildings did not allow them to get access to information resources. Through observation the researcher confirmed that the libraries provided services to people with visual impairments and in wheelchairs. The services which the libraries provided were lending, internet and photocopying services. In addition the researcher noted that the disability units, which were under the school of education, were involved in service provision to people with disabilities.
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The researcher asked the staff of special needs education units for disability about the services provided by their units for people with disabilities. In this question the researcher wanted to find out which services were provided by the units to people with disabilities. The responses were multiple. Table 17 below indicates their responses.
Table 17: Services provided by disability unit (N= 15)
Responses Frequency Percentage
Transcribing information resources into Braille 13 87%
Provision of teaching and learning materials 12 80%
Provision of note takers and readers 5 33%
Provision of wheelchairs and white canes 5 33%
Counselling 5 33%
Coordinating education for people with disabilities in
the country 3 20%
Training teachers in special needs education 3 20%
Provision of sign language instruction to the deaf 2 13%
Source: Field data (2012)
Responses were as follows: 13(87%) responded transcribing information resources into Braille; 12(80%) mentioned provision of teaching and learning materials;
10(67%) indicated provision of note takers and readers; 5(33%) wheelchairs and white canes; 5(33%) provided counselling; 3(20%) said coordinating education for people with disabilities in the country; 3(20%) cited training teachers in special needs education and 2(13%) provided sign language instruction to the deaf. The most commonly provided services were transcription of resources into Braille and the provision of teaching and learning materials.
6.3.2 Awareness of the services provided to people with visual impairments and in wheelchairs
The researcher wanted to examine whether people with visual impairments and in wheelchairs were aware of the services provided by disability units. This question was posed to the staff of special needs education units for disability.
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Table 18: Awareness of the services provided by disability unit (N=15)
Responses Frequency Percentage
Yes 15 100%
Total 15 100%
Source: Field data (2012)
Table 18 above shows the responses regarding the awareness by people with disabilities of the services provided by the disability unit. All the respondents responded positively which indicates that the staff of the unit thought that people with disabilities were aware of the services provided by the unit (see comment below). In addition they elaborated on the methods used to make people with disabilities know about their services. They said the units announce services on the websites, sensitize people through various media for example television, radio, and newspapers as well as mention being made at the orientation week every year of the disability unit’s programme. However, one student with a visual impairment complained that:
It takes time to know the unit and sometime you can finish a semester without knowing there is a unit within the university and we have readers who read for us as materials in the library are not in Braille and large print.
Directors of academic libraries were also interviewed about the awareness of the library staff regarding provision of library services to people with visual impairments and in wheelchairs. The responses were positive indicating that they were aware of the services regarding people with visual impairments and in wheelchairs.
Staff of special needs education units for disability were asked if they offered any training to the community in general (not only people with disabilities) regarding awareness raising about the activities of the unit. The responses are in figure 5 below.
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Figure 5: Training in the community regarding awareness raising about the activities of the unit relating to people with disabilities (N=15) Source: Field data (2012)
Responses were as follows: 11(73%) responded positively whereby 4(27%) responded negatively. Respondents who responded positively indicated that the community was made aware of the activities of the unit’s role relating to people with disabilities, whereas those respondents who answered negatively indicated that there were no awareness-raising activities undertaken by the unit. This group offered no response when asked how the community were made aware of the unit’s services.
6.3.3 Adequacy of the available services provided by the library to people with visual impairments and in wheelchairs
The question sought to ascertain the adequacy of the services provided by academic libraries to people with visual impairments and in wheelchairs. According to the social model of disability the services provided by academic libraries to people with visual impairments and in wheelchairs should be supportive of their academic purposes. The academic library is for the purpose of supporting teaching, learning, research and consultancy of the academic community of the university. Figure 6 shows responses of the library staff from five universities involved in the study.
11(73%)
4(27%)
0%
10%
20%
30%
40%
50%
60%
70%
80%
Yes No
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Figure 6: Adequacy of the available services provided by the library to people
with visual impairments and in wheelchairs (N =113) Source: Field data (2012)
Figure 6 above presents responses on whether services provided by academic libraries are adequate for people with visual impairments and in wheelchairs. The responses were as follows: 77(68%) responded inadequate, 16(14%) cited adequate, 12(11%) mentioned most inadequate and 8(7%) indicated undecided. There were no responses for more than adequate. The majority responded that they found the services inadequate and indicated that the services provided by the library to people with visual impairments and in wheelchairs was, in their view, inadequate.
The respondents in wheelchairs were asked if they were satisfied with the services provided by their academic library. Table 19 below indicates their responses.
Table 19: Whether respondents were satisfied with the services provided by the academic libraries (N= 6)
Responses Frequency Percentage
Satisfied 2 33%
Neutral 2 33%
Dissatisfied 1 17%
Very dissatisfied 1 17%
Total 6 100%
Source: Field data (2012) 12(11%)
77(68%)
8(7%)
16(14%)
0%
10%
20%
30%
40%
50%
60%
70%
80%
Most inadequate Inadequate Undecided Adequate
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In table 19 above, the responses made by people in wheelchairs displayed their satisfaction with the library services provided for them. The responses were as follows: 2(33%) were satisfied; 2(33%) remained neutral; 1(17%) indicated dissatisfaction; and 1(17%) was very dissatisfied.
People with visual impairments were also interviewed to establish whether they were satisfied with the services provided by the libraries. All 57(100%) responded that they were not satisfied with the services provided to them because the library is not user friendly in terms of information resources, assistive equipment and even the infrastructure. In addition they said even the books which are in normal print are not provided in sufficient numbers to fulfill their needs.
The researcher also observed that the services provided to people with visual impairments and in wheelchairs were not satisfactory as there were no information resources or assistive equipment suitable for people with visual impairments, nor did the infrastructure allow them to gain access to the services needed.
6.3.4 Academic libraries to be redesigned to meet the needs of people with visual impairments and in wheelchairs
The researcher wanted to find out from library staff in all the universities surveyed, whether academic libraries should be redesigned to meet the needs of people with visual impairments and in wheelchairs. In relation to the social model of disability, the academic library should be redesigned and all barriers removed which might hinder access to the facilities provided by the library. Figure 7 shows responses by the library staff from all the universities involved in the study.
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Figure 7: Academic libraries to be redesigned to meet the needs of people with visual impairments and in wheelchairs (N = 113)
Source: Field data (2012)
Figure 7 above shows responses from library staff on whether academic libraries should be redesigned to meet the needs of people with visual impairments and in wheelchairs. The responses were as follows: 92(81%) responses strongly agreed that libraries should be redesigned, 17(15%) agreed that libraries should be redesigned, and 4(4%) disagreed.
The researcher also observed that academic libraries need to be redesigned to meet the needs of people with visual impairments and in wheelchairs as they need to read for examinations, write assignments, write research papers and all work related to academic purposes just as abled people do. The mission of the academic library is to support teaching, learning, research and consultancy to the community of users, including people with visual impairments and in wheelchairs.
6.3.5 Specialised services or adaptive equipment provided by the library to people with visual impairments and in wheelchairs
In this question the researcher investigated whether academic libraries have specialised services or adaptive equipment provided by the library to people with visual impairments and in wheelchairs. According to the social model of disability
4(4%)
17(15%)
92(81%)
Disagree Agree
Strongly agree
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the academic library is required to provide services for people with visual impairments and in wheelchairs. In addition the model suggests that adaptive equipment should be available in the library to assist people with visual impairments and in wheelchairs to use the information resources housed in the library without any additional challenges. Table 20 below shows responses of the library staff from all five universities surveyed.
Table 20: Specialized service or adaptive equipment provided by the library to people with visual impairments and in wheelchairs (N =113)
Responses Frequency Percentage
Yes 11 10%
No 102 90%
Total 113 100%
Source: Field data (2012)
Table 20 above presents responses of library staff regarding the provision of specialized services or adaptive equipment by academic libraries to people with visual impairments and in wheelchairs. The following were the responses: 102(90%) responded negatively while 11(10%) responded positively. Respondents who responded negatively further explained that academic libraries lack funds to purchase adaptive equipment.
In addition they said there is a lack of trained staff to provide services to people with visual impairments and in wheelchairs. They responded further that the library is not designed to provide services to people with visual impairments and in wheelchairs and nor is there any policy addressing services related to such people. In addition they reported that there existed a lack of awareness of people with visual impairments and in wheelchairs. Respondents also mentioned that no specific needs had been established and finally they responded that priority is not given to people with visual impairments and in wheelchairs. For those who responded positively they explained further that the academic library should provide electronic books and
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tape recorders. However, there were some limited services provided on the ground floor.
6.3.6 Whether library staff assisted people in the library with visual impairments and in wheelchairs
The question sought to identify whether the qualified library staff but not the directors assisted people with visual impairments and in wheelchairs in accessing library services. In relation to the social model of disability, library staff are required to provide services to people with visual impairments and in wheelchairs to the same extent that they provide for able people. That means that library staff are required to provide services to people with visual impairment and in wheelchairs without any discrimination. Figure 8 shows the responses of library staff from five universities surveyed.
Figure 8: Library staff assistance to people in the library with visual impairments and in wheelchairs (N =113)
Source: Field data (2012)
Figure 8 above demonstrates responses of library staff assisting people with visual impairments and in wheelchairs. Responses were as follows: 82(73%) responded positively while 31(27%) responded negatively. Respondents who responded
82(73%)
31(27%)
0%
10%
20%
30%
40%
50%
60%
70%
80%
Yes No
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positively indicated that library staff assisted users with visual impairments and in wheelchairs whereby respondents who responded negatively show that library staff did not assist people with visual impairments and in wheelchairs.
6.3.7 Frequency of incidents of library staff assisting people with visual impairments and in wheelchairs
The researcher wanted to know how often the library staff assisted people with visual impairments and in wheelchairs. According to the social model of disability library staff who provide services to people with visual impairments and in wheelchairs need to be available in the library all the time to provide assistance when needed. Figure 9 shows responses of the library staff from five universities involved in the study.
Figure 9: Frequency of incidents of library staff assisting people with visual impairments and in wheelchairs (N=113)
Source: Field data (2012)
Figure 9 above shows the frequency of library staff assisting people with visual impairments and in wheelchairs. Responses were as follows: 36(32%) responded
0%
5%
10%
15%
20%
25%
30%
35%
Not at all Rarely Sometimes Often Most often
32(28%)
22(19%)
36(32%)
12(11%) 11(10%)
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sometimes; 32(28%) responded not at all; 22(19%) responded rarely; 12(11%) responded often and 11(10%) responded most often. The responses of library staff indicate that they assist people with visual impairments and in wheelchairs in the use of library services irregularly, with assistance occurring often and most often comprising only 21%.
People in wheelchairs were asked how often they used the library’s services. In this question the researcher wanted to know the frequency with which people in wheelchairs used library services. Table 21 below demonstrates the frequency of their use of the library’s services.
Table 21: Frequency of using library services (N=6) Responses Frequency Percentage
Sometimes 3 50%
Rarely 1 17%
Not at all 2 33%
Total 6 100%
Source: Field data (2012)
Table 21 above shows responses regarding the frequency with which people in wheelchairs use the library services. The following were responses: 3(50%) responded sometimes; 1(17%) mentioned rarely; and 2(33%) indicated not at all. But none of them responded that they used the library often or most often. The responses show that people in wheelchairs use the library at different levels. People with visual impairments were also interviewed about the frequency of their use of the library services. Of the 57, 47(82%) said they used the library services when they want to read or borrow information resources and 10(18%) responded they did not use the library services.
6.3.8 Library services needed for people with visual impairments
In this question the researcher wanted to identify the services provided by academic libraries to people with visual impairments. In relation to the social model of disability the academic library is required to provide services suitable to people with
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visual impairments. Figure 10 shows multiple responses of the library staff from five universities involved in the study.
Figure 10: Library services needed for people with visual impairments (N=113) Source: Field data (2012
Figure 10 above indicates the responses regarding the services the library staff said were needed for people with visual impairments. Responses were as follows:
88(78%) responded that they needed assistive equipment; 79(70%) responded that Braille and large print information resources were needed; 16(14%) responded that lifts and ramps were required; 13 (11%) responded that special reading areas were needed; 12(11%) responded that trained staff were required to assist them; 6(5%) responded that readers were needed; 6(5%) responded that they needed a restroom designed for them; and 2(2%) responded that they needed guides.
Respondents who responded that assistive equipment was required indicated that the academic libraries need to provide assistive equipment to people with visual impairments so that they were able to access information housed in the library.
Those who responded that Braille and large print information resources were required indicated that academic libraries needed to acquire Braille and large print information resources so that people with visual impairments can read. In addition
88(78%)
79(70%) 16(14%) 13(11%)
12(11%) 6(5%)
6(5%) 2(2%)
Assistive equipment Braille and large print information resources Lift and Ramps Special reading area Trained staff to assist them Readers
Restroom designed for them Guides
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respondents noted that lifts and ramps were needed so that people visual impairments could access information resources housed in the library.
Respondents noted that a special reading area was required for people with visual impairments to use their readers without disturbing other users. Furthermore those who responded that they needed trained staff demonstrated that academic libraries do need specially trained staff who would be able to assist people with visual impairments. Respondents who replied that they required readers indicated that academic libraries needed to employ readers who would read for people with visual impairments as the libraries had no information resources in Braille or large print.
Restrooms needed to be designed for these groups. Some library staff indicated a need for academic libraries to build or modify restrooms to suit people with visual impairments so that they can use restrooms independently. Finally others responded that guides were needed. Academic libraries need to prepare guides so that people with visual impairments will be able to identify where to get services or locate information resources easily.
The researcher also confirmed by observation that academic libraries need to provide information resources like Braille, large print and assistive equipment so that people with visual impairments can read and use the equipment for their academic purposes.
In addition the researcher noted that people with visual impairments need trained staff to assist them to use the information resources required. They also need a working lift and ramps to gain access easily to the information resources housed in the library.
Furthermore the researcher observed that people with visual impairments need guides and tools suitable for them so that they can locate information resources needed easily and independently. Also the researcher noted that signs are needed for people with visual impairments so that they can identify the services needed easily.
In addition training on how to use assistive equipment was needed.